GASPRO International Journal of Eminent Scholars

The study analyzed the reinforcement strategies and the academic performance of students in mathematics. The survey research design was adopted for this study. The population of the study comprised all Senior Secondary School (SSS) students and Mathematics teachers in public secondary schools in Uyo Local Government Area. A multistage sampling technique was used to select a Smple size of 200 Senior Secondary School students and 20 Mathematics teachers was selected for the study. The primary instrument for data collection was a researcher-designed questionnaire titled “Enforcement Strategies and the Academic Performance of Students in Mathematics Questionnaire” (ESAPSMQ). The instrument was subjected to content and face validation by three experts from the Department of Educational Foundations, Guidance, and Counseling at the University of Uyo. The reliability of the instrument was established through a pilot study conducted in a public secondary school outside the selected sample in Uyo Local Government Area. Data collected were analyzed using both descriptive statistical methods. T-test, was employed to test the hypotheses at a 0.05 level of significance. The study showed that there was significant difference in the types of reinforcement strategies employed by Mathematics teachers in secondary schools in Uyo Local Government Area. It was concluded that reinforcement strategies play a crucial role in enhancing students' academic performance in Mathematics by motivating learning and improving retention. Positive reinforcement, such as rewards and praise, boosts confidence and encourages consistent effort. Negative reinforcement, when applied correctly, helps students overcome fear and develop problem-solving skills. Immediate feedback strengthens understanding, while delayed reinforcement may reduce motivation. One of the recommendations made was that teachers should use a mix of reinforcement strategies, including verbal praise, tangible rewards, immediate feedback, and non-verbal cues, to cater to diverse student needs and learning preferences.

Keywords: Reinforcement Strategies, Academic Performance, Students, and    Mathematics